Additional Support Needs in the Anderson High School - Club XL
Club XL is one of many programmes funded by the Princes Trust, which aims to help young people who are at risk of underachievement or expulsion. “It’s timetabled the same as any subject, and there is a qualification...but I suppose the style of learning is different,” (Christine Carter). There is a degree of flexibility in how pupils can approach topics in Club XL, and they are encouraged to be in control of their learning. Christine discussed an enterprise project which she was currently undertaking with the Club XL fourth years, which has the ultimate aim of them running their own small enterprise. While looking at the skills needed to run a successful business, some of the students had decided to interview a chip shop owner in Brae. The pupils have the necessary freedom to decide how to proceed with their learning.
“So I suppose the idea is to give them more control...they have more choice, they’re not told go and interview this person today, they decide who they want to go and see. So I suppose its empowering them, and to make them think more about what they’re doing.” Christine Carter
Club XL supports the pupils in a number of ways; they have a designated area for timeouts, where they can remove themselves from difficult situations which might otherwise escalate. There is also a kitchen area where they can prepare breakfast if, for example, there is not such an opportunity at home. The pupils are given the responsibility to help plan outings and trips; previous XL groups have arranged journeys to New York City and South Africa. Such experiences can be hugely beneficial for their own personal development; and it is something which they would not necessarily have the chance to do otherwise. As Christine mentioned, "it is a club" and an important part of the programme is the group experience and how that can help build confidence.
“I suppose part of that is group work, team work, building up young peoples’ confidence, and I suppose when you’re identifying young folk that would benefit from the program, it tends to be young folk that lack confidence,” - Christine Carter.
We observed two Club XL lessons during our time at the Anderson, and we saw some of these aspects of the programme in action. The learning environment encouraged group discussion, with group tables and comfortable seating arranged in a circle. The walls were decorated with photos of previous projects, pupils’ work and past achievements (such as a cheque representing charity fundraising).
The first class were continuing with a research project into either underage pregnancy or underage drinking. There was one teacher, and two support staff present; who led discussions within the groups to help them with their research. There were clear roles within the groups (e.g. library researcher and internet researcher), but they were given responsibility for how they completed their research. For example, one group sourced leaflets from elsewhere in the school. The lesson involved a high level of interaction with the teacher, and the information was explained in several different ways for different pupils. It was noted that some pupils were less focused than others, and the frequent changes of location (classroom – library – canteen) was somewhat of a distraction, but the topics were extremely relevant to young people and on the whole the class were engaged in the task.
The second class were filling out forms in preparation for a trip to the Voxter Outdoor Centre as part of their entrepreneur project. There was much discussion, with the pupils offered responsibility in the planning of the trip. They discussed activities, meals to be eaten, and also phoned Voxter directly to make the booking. This class was a good example of the responsibility offered to Club XL students in the planning of trips; although as with the previous class some students were less vocal, or less attentive, than others.
Club XL is a good example of how the Anderson works to meet the needs of those with social or behavioural problems; and there are other programmes within the school which aim to meet different, but equally demanding needs.
Additional Support Needs in the Anderson High School - Club XL
Club XL is one of many programmes funded by the Princes Trust, which aims to help young people who are at risk of underachievement or expulsion. “It’s timetabled the same as any subject, and there is a qualification...but I suppose the style of learning is different,” (Christine Carter). There is a degree of flexibility in how pupils can approach topics in Club XL, and they are encouraged to be in control of their learning. Christine discussed an enterprise project which she was currently undertaking with the Club XL fourth years, which has the ultimate aim of them running their own small enterprise. While looking at the skills needed to run a successful business, some of the students had decided to interview a chip shop owner in Brae. The pupils have the necessary freedom to decide how to proceed with their learning.
“So I suppose the idea is to give them more control...they have more choice, they’re not told go and interview this person today, they decide who they want to go and see. So I suppose its empowering them, and to make them think more about what they’re doing.” Christine Carter
Club XL supports the pupils in a number of ways; they have a designated area for timeouts, where they can remove themselves from difficult situations which might otherwise escalate.
“I suppose part of that is group work, team work, building up young peoples’ confidence, and I suppose when you’re identifying young folk that would benefit from the program, it tends to be young folk that lack confidence,” - Christine Carter.
We observed two Club XL lessons during our time at the Anderson, and we saw some of these aspects of the programme in action. The learning environment encouraged group discussion, with group tables and comfortable seating arranged in a circle. The walls were decorated with photos of previous projects, pupils’ work and past achievements (such as a cheque representing charity fundraising).
The first class were continuing with a research project into either underage pregnancy or underage drinking. There was one teacher, and two support staff present; who led discussions within the groups to help them with their research. There were clear roles within the groups (e.g. library researcher and internet researcher), but they were given responsibility for how they completed their research. For example, one group sourced leaflets from elsewhere in the school. The lesson involved a high level of interaction with the teacher, and the information was explained in several different ways for different pupils. It was noted that some pupils were less focused than others, and the frequent changes of location (classroom – library – canteen) was somewhat of a distraction, but the topics were extremely relevant to young people and on the whole the class were engaged in the task.
The second class were filling out forms in preparation for a trip to the Voxter Outdoor Centre as part of their entrepreneur project. There was much discussion, with the pupils offered responsibility in the planning of the trip. They discussed activities, meals to be eaten, and also phoned Voxter directly to make the booking. This class was a good example of the responsibility offered to Club XL students in the planning of trips; although as with the previous class some students were less vocal, or less attentive, than others.
Club XL is a good example of how the Anderson works to meet the needs of those with social or behavioural problems; and there are other programmes within the school which aim to meet different, but equally demanding needs.
Education Scotland Club XL Case Study:
**//http://www.ltscotland.org.uk/sharingpractice/e/anderson/introduction.asp//**
Part 3: ASN Computing Class